How Participation in a Learning Difference Program in an Independent School Affects Students' Academic and Emotional Progress and Definition of Success

Autor/in	Stunder, Stephen J.
Titel	How Participation in a Learning Difference Program in an Independent School Affects Students' Academic and Emotional Progress and Definition of Success
Quelle	(2018), (119 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Drexel University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4385-1511-6
Schlagwörter	Hochschulschrift; Dissertation; Private Schools; Academic Achievement; Secondary Schools; Program Design; Student Attitudes; Student Experience; Program Development; Student Participation; Learning Processes; Individual Differences; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Private school; Privatschule; Schulleistung; Sekundarschule; Programme design; Programmaufbau; Programmplanung; Schülerverhalten; Studienerfahrung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Learning process; Lernprozess; Individueller Unterschied; Unterrichtserfolg
Abstract	This study examined the functionality of learning difference programs in secondary independent schools, as well as ways to improve this programming for students with learning differences, and help these students define success. This study was designed to explore if programming for students with learning differences needs to exist in all secondary independent schools, and if so, how a program can be designed through the review of an existing program. Through individual interviews with students, the researcher determined whether or not learning in a supported environment is beneficial or harmful to a student's perception of their own success, as well as exploring the phenomena of the students' experiences. The researcher developed an understanding if academic data changes over time, and if students feel as though their program is helpful to them. Through an examination of student development, program development, and teacher development, the researcher determined what effect supporting students with learning differences has on their understanding of success. This phenomenological study looks to serve as a blueprint for future program development for secondary independent schools. This phenomenological study explored the results of individual interviews, providing a voice to student's experiences in order to address whether participating in a learning difference program is a positive or negative experience for a student. These findings can assist future studies, and build the possibility of evaluation of other learning difference programs in secondary independent schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01